As more and more schools across the United States make the transition to proficiency-, competency-, or mastery-based systems of instruction, assessment, grading, and academic reporting, one question often comes to dominate conversations in community after community: How will mastery-based grades and transcripts impact students when they apply to college? In fact, this question can become so emotionally urgent for some students and families that it can render all other issues—including all the many advantages and benefits of mastery-based learning—effectively invisible.
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Q&A: Nancy Davis Griffin, VP of Enrollment Management & Student Affairs for the University of Southern Maine
Nancy has worked in higher education for over 35 years. She’s worked directly in admissions as a Dean and a Director, and now she oversees admissions, financial aid, and a
Recognition given during state superintendents association’s conferenceHENRY COUNTY, GA – Henry County Schools Superintendent received a prestigious award recently during the Georgia School Superintendents Association’s (GSSA) Spring Bootstrap Conference in
The Rhode Island Department of Education and The Great Schools Partnership Kick Off Rhode Island Learning Champions Program
Today, educators from around the state came together as part of the Rhode Island Learning Champions program, a joint initiative by the Rhode Island Department of Education (RIDE) and Great Schools Partnership. The 90 Learning Champions come from 24 school districts, as well as charter schools, and represent a diverse array of educational programming, including early childhood, special education, after-school programs, and adult education.
True personalized learning facilitates more equitable outcomes by promoting success for more students. By designing classroom practices that embrace individual differences, personalization can add depth to the learning experiences of all students. Both achievement gaps and opportunity gaps have been documented for students of color, English language learners, students with disabilities, and students living in poverty. Any definition of personalized learning that omits an explicit equity focus has the potential to amplify inequities for these students.
UMPI has become one of the first schools of its kind in the country to fully embrace proficiency-based education.
New England’s four-year high school graduation rate increased by nearly eight percentage points from 2009 to 2015, according to an annual report from the New England Secondary School Consortium’s Common Data Project
Five Highly Selective New England Institutions of Higher Education Offer Statements of Support for Proficiency-Based Transcripts
67 public institutions of higher education from across New England provided statements and letters articulating their support for proficiency-based learning and stating—unequivocally—that students with proficiency-based grades and transcripts will not be disadvantaged in any way.
From Education WeekPublished October 18, 2016By Sean CavanaghOn Mondays at Luella Middle School, the big, broad goal of “personalized learning” gets distilled down to a simple concept: Students who need